Vision

Students today are digital natives, growing up in a world surrounded by technology. As educators, we must leverage technology to create learning experiences for students that mirror their daily lives and future realities (NETP, 2010). To be productive and competitive in today’s global society, students need to possess 21st century skills, which include the ability to communicate, collaborate, analyze, create, innovate, and solve problems (Kadel, 2008, p. 6). Technology can provide students with these skills when it is used in authentic, meaningful learning tasks that engage students.A constructivist style of learning can help students acquire these vital 21st century skills. In constructivist classrooms, students bring their own goals and curiosities to the class and actively seek and construct knowledge through discourse and social interaction (Creighton, 2003). These classrooms provide learning environments that are “incubators of exploration and invention” (NETP, 2010, p. 1). To create such environments, learning experiences must be meaningful and engaging, which requires building a student-centered classroom that redefines the roles of student and teacher. By participating in constructivist classrooms, students become explorers, cognitive apprentices, and producers of knowledge (Jones, Valdez, Nowakowski, & Rasmussen, 1994). Teachers assume the roles of facilitator, guide, and co-learner (Jones et al., 1994). Through collaboration, exploration, and communication, knowledge is constructed together. Effectively leveraging technology for learning will require support and commitment from all members of the school community. Administrators can lead the way by creating a shared vision for technology use to promote student learning that is aligned with curriculum goals. To effectively implement new technology initiatives, administrators will need to allocate resources for professional learning to allow educators opportunities to learn new technology and digital resources. To create a digital-age learning environment, administrators must be visionary leaders who understand the importance of effective technology implementation, stay abreast of educational research, and advocate for change.In order to positively affect student achievement and enhance 21st century skills, technology needs to be incorporated in the daily learning schedule (Kadel, 2008). Teaching should revolve around engaging lessons that promote student exploration and collaboration to improve student achievement. By utilizing technology, such as webquests, online projects, productivity tools, wikis, and blogs, teachers can provide meaningful learning experiences for students. Teachers must design digital-age learning experiences and assessments that align with content standards. Creating units that foster critical thinking through activities requiring students to analyze, evaluate, problem solve, and create content will support the development of 21st century skills.

Students are the heart of the 21st century classroom and should engage in activities that allow creative thinking, innovating, communicating, and collaborating. Students can use technology to collaborate within the school walls and beyond through resources such as Skype, Google Docs, and blogs. Students can also use digital tools to gain research and information fluency and develop an understanding of basic technology concepts, systems, and operations. By utilizing technology in these environments, students will construct knowledge through authentic, meaningful learning tasks.

When all stakeholders share the vision for technology use in learning, effective implementation can occur. It is necessary for all members of the community to participate in ways that support the vision of technology use. By doing so, we can create learning experiences that equip students with the skills needed to be successful members of a global society.